scholarly journals Using Collaborative Strategic Reading with Refugee English Language Learners in an Academic Bridging Program

2017 ◽  
pp. 97-108
Author(s):  
Kent Lee
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Formal Education ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Language Education ◽  
Teaching Resources ◽  
Refugee Students ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

Refugee students arrive in Canada with varying amounts of previous formal education. School-aged refugees who lack a solid first language education may find learning to read in English and studying subject content especially challenging. If these students leave school, they depart with inadequate English reading proficiency for further academics or job training. Reading strategy instruction could potentially contribute to improving their reading comprehension. In this article, I outline the implementation of Collaborative Strategic Reading in an academic bridging program for low-literate refugee students 17 to 25 years old, followed by some of the observed accompanying benefis. Descriptions and examples of activities used are included, along with references for additional teaching resources. Les étudiants réfugiés arrivent au Canada avec des niveaux de scolarité formelle variables. Les réfugiés en âge d’être scolarisés qui n’ont pas une bonne base scolaire dans leur première langue risquent d’avoir du mal à apprendre la lecture et les matières académiques en anglais. Si ces élèves qui ent l’école, ils partent sans la compétence en lecture de l’anglais nécessaire pour poursuivre leur scolarité ou une formation professionnelle. L’enseignement de stratégies de lecture pourrait contribuer à l’amélioration de leur compréhension en lecture. Dans cet article, je retrace la mise en œuvre d’un programme de lecture stratégique collaborative dans un programme de transition académique auprès d’élèves réfugiés peu alphabétisés et âgés entre 17 et 25 ans, et j’évoque quelques uns des bienfaits qui en découlent. Des descriptions et des exemples d’activités sont fournis, ainsi que des références indiquant des ressources pédagogiques supplémentaires. 

Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective

2021 ◽  
pp. 136216882110115
Author(s):  
Ali Amjadi ◽  
Seyed Hassan Talebi
Keyword(s):  
Reading Comprehension ◽  
Rural Areas ◽  
Reading Strategies ◽  
Multiple Choice ◽  
Strategy Instruction ◽  
Teaching Reading ◽  
Social Emotional ◽  
Reading Tests ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was implemented to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it.

Sovereignty, citizenship and educating refugees in the United States

2020 ◽  
pp. 147490412096642
Author(s):  
Jill Koyama
Keyword(s):  
United States ◽  
Public Schools ◽  
Public Education ◽  
English Language ◽  
Language Education ◽  
The United States ◽  
Border Region ◽  
Refugee Students ◽  
Proposition 203 ◽  
Mexico Border

Public education in the United States acts as a governmental tool of neoliberalism, through which state power and sovereignty are deployed and transformed in daily life. Here, I examine how the divergence of sovereignty is exerted over refugee students and their families in US public education. Drawing on 42 months of ethnographic data collected on refugee and other immigrant networks in Southern Arizona, a US–Mexico border region marked by increasing anti-immigrant policies and practices, I reveal how the everyday practices and policies of one school district reflect and reinforce the government’s control over refugee students. I argue that the ways in which the students are sorted, marginalized, and denied opportunities as learners is inextricable from their positioning as non-citizens by the federal and state governments. Specifically, I demonstrate the linkages between the federal education policy, Every School Succeeds Act, Arizona State’s Proposition 203: English Language Education for the Children in Public Schools, which eliminated bilingual education, and the school district’s approach to teaching refugee students. Finally, I offer recommendations for creating more inclusive, assets-based learning environments for refugee students that push back against the neoliberal favoring of competition and one-size-fits-all solutions in public education.

scholarly journals CHALLENGES AND BARRIERS IN FORMATION OF COMMUNICATIVE COMPETENCE AMONG ENGLISH LANGUAGE LEARNERS

2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Individual Group ◽  
Common Problems

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.

scholarly journals “MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIA”: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM

2020 ◽  
Vol 7 (2) ◽  
pp. 347-369
Author(s):  
Siti Jannatussholihah ◽  
Ashadi Ashadi ◽  
Erna Andriyanti
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Formal Education ◽  
Target Language ◽  
Speech Community ◽  
Integrative Motivation ◽  
Instrumental Motivation ◽  
Depth Interviews

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

Assessing English Language Learners: A Perplexing Puzzle

2008 ◽  
Vol 9 (2) ◽  
pp. 45-51 ◽  
Author(s):  
Margo Gottlieb ◽  
Cristina Sanchez-Lopez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Education ◽  
Multiple Sources ◽  
Specific Language ◽  
Full Complement

Abstract The intersection of language education and special education is not clearly marked for linguistically and culturally diverse students; some qualify as English language learners; others as English language learners with disabilities or specific language impairment; still others with only disabilities or specific language impairment. It is often perplexing to try to decipher which category is most appropriate and, consequently, how best to serve these students. Assessment data, if reliable and valid, coupled with historical information, can help define the pathway to educational success for the fastest growing segment of our school population. This article shares the challenges facing educators of English language learners and attempts to show how proper assessment can guide educational decision making. We pose that for English language learners, assessment must entail the gathering of information from multiple sources on their language proficiency and academic achievement in both English and their native language. In that way, we obtain a comprehensive portrait of the students' full complement of knowledge and skills. Ultimately, English as a Second Language or bilingual teachers working along with speech-language pathologists need to collaborate in the collection, analysis, and interpretation of data to afford English language learners optimal opportunities for success in school.

Improving Learners' Speaking Skills with Podcasts

2009 ◽  
pp. 313-330 ◽  
Author(s):  
Pete Travis ◽  
Fiona Joseph
Keyword(s):  
English Language Learners ◽  
Web 2.0 ◽  
Language Learners ◽  
English Language ◽  
Low Cost ◽  
Language Education ◽  
Study Approach ◽  
Internet Telephony ◽  
Language Courses ◽  
Speaking Skills

In particular, this chapter looks at the potential role of Web 2.0 technologies and podcasting to act as a transformational force within language education. Using a case study approach, the researchers describe a project to create a series of podcasts called “Splendid Speaking” based on authentic speech recordings of English language learners from around the world. The aim of the project was to utilize a Web 2.0 technology, podcasting, to improve the speaking skills of upper-intermediate to advanced level learners. Central to this project was the question of how popular a podcasting service would be with the target audience of English language learners and teachers. The Splendid Speaking podcasts were enabled by the use of Skype, a free Internet telephony system, and other low-cost and free software to edit and publish the podcasts. It is hoped that teachers and curriculum planners reading this chapter will be able to evaluate the possibilities of creating podcasts to deliver elements of their language courses.

Learner-Initiated Language Learning Through Social Media Sites (SMSs)

2020 ◽  
pp. 69-88
Author(s):  
Rashad Ali Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Native Speakers ◽  
Authentic Materials ◽  
English Speaking ◽  
New Research

Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and were aware of their language-related benefits. The participants reported that social media sites were helpful for building various aspects of their English proficiency but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, and Twitter.

scholarly journals Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review

2018 ◽  
Vol 26 (1) ◽  
pp. 25-42
Author(s):  
Deborah Severinsen ◽  
Lori Kennedy ◽  
Salwa Mohamud
Keyword(s):  
English Language Learners ◽  
Literature Review ◽  
Teaching Strategies ◽  
Adult Literacy ◽  
English Language ◽  
Formal Education ◽  
Language Learner ◽  
Literacy Teachers ◽  
Low Literacy ◽  
Literacy Learners

Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

Sign in / Sign up

Export Citation Format

Share Document